Interprofessional Practice Education for Health Professional Students in Rural Communities
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 1,806
- 试验地点
- 4
- 主要终点
- Changes in Knowledge of Interprofessional Care and Practice Scores
研究概览
简要总结
The interprofessional practice & education curriculum for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized patient sessions; (4) community-based clinical case conferences; and, (5) community-based interprofessional rotations. Clinicians will experience many of the same learning experiences as the students, but will differ in the level of education and its focus. Clinicians and faculty will be taught the concepts of interprofessional practice & education, the same as the students, but they will also be taught how to educate students using interprofessional practice & education.
详细描述
The purpose of this prospective cohort study, which will utilize anonymous data, is to describe the impact of the interprofessional practice & education project in four categories:
- Change in student knowledge, skill, and attitudes regarding interprofessional practice & education.
- Student selection and entrance into primary care in rural settings and/or with underserved populations.
- Patient and family members' perceptions of interprofessional practice & education encounters.
- Clinicians' experiences with interprofessional practice & education and perceptions of it.
Research Questions:
- How do students' knowledge, skill, and attitudes change regarding interprofessional practice & education as measured by pre/post electronic surveys?
- What is the difference in the rate of entrance of graduates into primary care disciplines, settings that serve rural patients, and settings that serve underserved patients?
- What are patients' and their families' perceptions of interprofessional practice & education encounters as measured by anonymous paper surveys.
- What prior experiences and education do clinicians have with interprofessional practice & education?
- How do clinicians' knowledge, skill, and attitudes change regarding interprofessional practice & education as measured by pre/post electronic surveys?
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Single Group
- 主要目的
- Health Services Research
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences
- •Physician Assistant students at Heritage University
- •Participants must also be over the legal age of consent
- •Clinicians (Preceptors):
- •Affiliated Preceptors of Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences
- •Affiliated Preceptors of Physician Assistant students at Heritage University
- •Participants must also be over the legal age of consent
- •Interested in participating in this study by choosing whether they will complete the surveys.
- •The five sites where this project will occur are already engaged in clinical case conferences and clinical rotations.
- •Patients included in this study must have a minimum of two conditions/diagnoses identified, such as diabetes, hypertension and coronary artery disease.
- •These conditions could also include mental diagnoses, socioeconomic group, or other social determinants of health.
- •Participants must also be over the legal age of consent.
- •Faculty of the Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences teaching specific concepts of Interprofessional Practice
- •Faculty of the Physician Assistant students at Heritage University teaching specific concepts of Interprofessional Practice
- •Participants must also be over the legal age of consent
排除标准
- •Not enrolled as a student at Pacific Northwest University of Health Sciences Doctor of Osteopathic Medicine or Heritage University Physician Assistant Program
- •Not an affiliated and approved clinical site of Pacific Northwest University of Health Sciences Doctor of Osteopathic Medicine or Heritage University Physician Assistant Program
- •Patients unable to read or understand English at a 6th grade level
研究组 & 干预措施
Students in Interprofessional Education Curriculum
The interprofessional intervention for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized patient sessions; (4) community-based clinical case conferences; and, (5) community-based interprofessional rotations.
干预措施: Educational Implementation of Interprofessional Curriculum (Other)
Patients Experience with Interprofessional Care
For patients and their families, those who receive care from an Interprofessional team will receive the usual health care they normally receive at the participating clinics. In many cases patients already receive this care, but are unaware of it. Most of what occurs in Interprofessional practice happens outside of the patient encounter. For patients the process is generally invisible, but its affects are felt in terms of better communications with the patient. In this study, patients will be informed as usual about the presence of students as learners and will have the opportunity to decline student involvement in their care. The only difference for the patients and their families will be a request to fill out a survey form on paper indicating their perception of the experience in terms of quality of care and its potential impact on their access to care.
干预措施: Educational Implementation of Interprofessional Curriculum (Other)
Clinician (Preceptor) Interprofessional Education Curriculum
Clinicians will experience many of the same learning experiences as the students, but will differ in the level of education and its focus. Clinicians and faculty will be taught the concepts of Interprofessional education, the same as the students, but they will also be taught how to educate students using Interprofessional practices.
干预措施: Educational Implementation of Interprofessional Curriculum (Other)
Faculty in Interprofessional Education Curriculum
Doctor of Osteopathic Medicine and Physician Assistant Faculty will be taught the concepts of Interprofessional education, the same as the students, but they will also be taught how to educate students using Interprofessional practices.
干预措施: Educational Implementation of Interprofessional Curriculum (Other)
结局指标
主要结局
Changes in Knowledge of Interprofessional Care and Practice Scores
时间窗: Episodic from Baseline to 24-months from baseline
Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).
Changes in Team Performance Observation Tool Ratings
时间窗: Episodic during Baseline to Throughout 24-months
Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.
Changes in Perception of Interprofessional Collaboration Model Questionnaire.
时间窗: Episodic from Baseline to 24-months from baseline
The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).
Changes in Interprofessional Learning Readiness Scale Scores
时间窗: Episodic from Baseline to 24-months from baseline
Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.
Total Scores of Patient Perceived Quality of Care
时间窗: Episodic from Baseline to 24-months from baseline
The Patient Perceived Quality of Care satisfaction of the care the patient received with the collaborative and communicative aspects of care teams. The satisfaction is determined by this 7-item rating system of Yes- 3; Partly -2; No - 1; and Does not Apply - 0. Where total ratings of "0" indicate low perceived quality of care and "21" indicate high perceived quality of care.
次要结局
未报告次要终点
研究者
PNWU OSA
Executive Director of Interprofessional Education
Pacific Northwest University of Health Sciences